Exploring The Value Of Pancasila In The Teaching Module Of Kurikulum Merdeka

Indonesia is a pluralistic nation characterized by cultural, religious, and linguistic diversity, unified by Pancasila as the national ideology. In response to educational reform, the Kurikulum merdeka emphasizes character education through the integration of Pancasila values across subjects, including English as a foreign language. Teaching modules play a crucial role in embedding these values, as English learning is expected to develop both linguistic competence and character formation. However, the integration of Pancasila values in English instruction has not been consistently implemented at the instructional level. Therefore, this study investigates the integration of Pancasila values within English teaching modules used under the Kurikulum merdeka at MAN 4 Aceh Besar. This study employed a qualitative descriptive design using document analysis, classroom observations, and semi-structured interviews with three English teachers. The findings indicate that all six Pancasila values are present in both teaching modules and classroom practices, although their levels of representation vary. Values such as cooperation, creativity, independence, critical thinking, and noble character are more clearly reflected through learning activities and project-based tasks, while the value of social justice remains limited due to its abstract nature and students’ diverse English proficiency levels. Furthermore, Pancasila values are more consistently implemented in classroom practices than explicitly articulated in written teaching modules. The study concludes that although the integration of Pancasila values in English instruction has been initiated, stronger alignment of teaching modules, improved pedagogical guidance, and enhanced teacher support are required to ensure meaningful and consistent value-based learning.